As the publication of school books has become a great business by itself, so would the production of stuff for school uniforms grow to a distinct industry of immense proportions. The question of expense is further modified by the probability that large firms would devote themselves to the transformation of this cloth into clothes. The cheapness of ready-made clothing is due, in good measure, to the huge quantities in which it is produced in fixed sizes. It is certain that the uniforms for three million children could be furnished at a price much lower than that incurred by the laissez faire custom now in vogue. Parents would find that the yearly cloth tax was sensibly reduced and that their children were more comfortable and handsomely dressed. Granting this much (and who shall deny it?) we have a powerful argument in favor of the scheme.

And beyond all this, who can estimate the unspeakable relief from the thrall of fickle fashion that would come to the home through this simple device. The inborn ambition of parents, especially mothers, to outdo their neighbors in apparelling their progeny leads to extravagance, excitement and anxieties beyond computation. Diversity begets rivalry, and rivalry engenders heart-burnings and prodigality. Styles in children's clothing change as frequently and in the same pronounced fashion as do their elders'. A dress that was the pink of fashion one term is all out of style the next. It must be ripped and re-made, or a new one provided. The exasperated and purse-broken father is told that it simply will not do to send the children to school in such ridiculous rigs, and though the aforesaid rigs were a source of eminent satisfaction and family pride only six months agone, there is no escape from the inexorable maternal instinct. Mothers will never consent that their offspring shall look like frumps. Hence come endless be-ribbonings and flounces. Eager discussions over patterns, qualities, prices and fashion plates disturb domestic tranquillity. Questions of complexion and figure absorb the family energy. Vanity and vexation of spirit pervade the home. The sitting room is converted into a tailor shop and for weeks at a time the whole household economy lies paralyzed in the toils of the dressmaker. Worst of all, the minds of the children themselves, are tainted with the lust of the eye and the pride of life, and the petty rivalries of dress. Their ideals tend to express themselves in terms of furbelows and trimmings. The wearing of fine clothing comes to be thought a legitimate end of high endeavor. By this means the ultimate purpose of the school is thwarted. Two thoughts like two bodies cannot occupy the same space at the same time. A mind that is filled with "Delineators" affords small space for the weightiest matters of honor, wisdom and truth. There will be time enough for the insanities of fashion when school is done.

With the advent of the uniform this worriment and fever will vanish. Mothers would then know that their children were dressed just as comfortably, as handsomely as all others. Construction would be reduced to the detail of size, since cut, color and quality are determined beforehand. Boys suits are now, usually, bought ready made, and this would quickly come true of girls' dresses. The main hindrance at present is the fact that their styles alter so frequently that clothing factories cannot keep up with them. When that comes to pass the family will be relieved, to a large extent, of tailoring and millinery. What a blessed balm to homes where now mothers are overworked with necessary duties and fathers overtaxed with inevitable expenses. Time could then be found, perhaps, for an occasional family stroll in Central Park, or a visit to the Art Museum. The life energy could then be withdrawn from vain striving to outdress. other people's children and turned into useful channels.

III. THE EFFECT ON THE COMMUNITY.

The effect on the community will be the joint effect on the school and the home. Whatever improves the efficiency of these two factors will make strongly for the betterment of the town. For one thing, a class of citizens would be built up, composed of those who had worn the uniform of this noble institution and who had derived therefrom, self-respect, and mutual esteem. The elevating influence on the poorer portions would be immense. For fifteen most impressible years they would be delivered from false inequalities and nurtured in an atmosphere surcharged with the sentiments of liberty, fraternity and equality. The publicsense of the presence and power of this vital agency will be greatly enlarged. All of which will tell powerfully on the future of the city or the nation.

It will be said that valid objections can be raised to the scheme. That is true. The arguments on the other side are not discussed here, because this paper is intended to be suggestive, mainly. But no objections that stand in the way can begin to compensate for the advantages of the plan. There is little risk in prophesying that if the city of New York would try the experiment for five years, no imaginable inducement could bring her back to the present haphazzard style of clothing the wards of her public schools.

But, someone will ask further, how can such a stupendous change be brought about? The task is not so difficult as it seems. Generate a strong popular sentiment in its favor, persuade parents, citizens and teachers of its advantages, and evolution will do the rest.

FROEBEL FROM A PSYCHOLOGICAL
STANDPOINT.*

EDWARD F. BUCHNER, YALE UNIVERSITY, NEW HAVEN, CONN.

Froebel here again takes up his symbolic terminology and conceives of education as the process whereby the internal is made external and the external, internal. "The purpose of teaching and instruction is to bring ever more out of man rather than to put more and more into him" ( § 94, Ed. of Man). This is what Froebel means, that it shall be by doing, so that definite expression will be given to ideas and images, that true teaching seizes upon the natural trait of creativeness in the child and thus guides the activity of which every being is so full. This principle of activity "gives their very life-blood to all the songs and games; and it is the living element in all the occupationswhich, without it, are mere sticks and stones, and bits of paper." This activity is what Froebel desires to have developed, and it is this feature of mental life which is reached by the quaint games and songs. Even more than this. Froebel by his apotheosis of the child's doing, has dignified human labor into something other than a mere means of livelihood. He has turned it to the credit of man's intellectual enlightenment. In the same spirit he sees in the sportiveness of childhood the varied expression of this activity. Here also the child's spontaneity gradually exhibits itself. By means of this activity the child is led to connect what he already knows with what he is still learning;

*An address before the Elm City Kindergarten Association, New Haven, March 28, 1894.